Owning (up to) Reflective Writing in Social Work Education

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Abstract
Reflective learning has an established place within social work education but there has been little debate around the nature and purpose of reflective writing as a distinct genre in the context of written academic assessment. Where writing has been discussed in relation to reflection it has been for the purposes of supporting learning rather than academic assessment. This paper draws upon research undertaken with a group of social work students and tutors at The Open University UK together with the work of Watson, both of which identify student difficulties with reflective writing. Research from the field of academic literacies is presented to open up a debate within social work education about the place of reflective writing as a tool for learning and assessment. In doing so, it shares the experiences of one institution, The Open University UK, of working towards greater clarity in the teaching and assessment of reflective practice through writing.